Quality Standards in Heritage Interpretation - Bildungswerk ...

ParcInterp Basic Course - Certification Standards and Criteria Subject Areas 3 and 4
3.1 Interpretive Text
Standards Criteria
Without any assistance, the interpreter is able to prepare a
short text which follows the principles of interpretation, for
panels and brochures (amounting to about 50 words) as well as
for audio recordings (lasting about 80 seconds).
3.2 Interpretive Elements
Under guidance, the interpreter is able to combine
text, illustration, audio, interactive or art elements in
an exhibit draft which follows the principles of interpretation.
3.3 Interpretive Trails
Under guidance, the interpreter is able to develop a main
theme, a theme line building on that main theme, a preliminary
plan and a design plan for the contents of an interpretive trail
consisting of five interpretive elements.
3.4 Interpretive Areas
Under guidance, the interpreter is able to develop a main
theme, a theme circle building on that main theme, a preliminary
plan and a design plan concerning the contents for an
interpretive area consisting of five interpretive elements.
3.5 Interpretive Centres
The interpreter is able to describe the characteristics of an
interpretive centre, point out ideas for its realisation in a natural
or cultural setting, and specify the differences between an
information centre and an interpretive centre.
4.1 Interpretive Planning
The interpreter knows all planning levels and stages as well
as the different aspects of planning. S/he can effectively
support planners in their search of suitable phenomena and
themes.
4.2 Evaluation
The interpreter is aware of the significance of evaluation for
heritage interpretation. S/he can use examples to explain, how
the success of her/his own work can be assessed during planning
and realisation as well as subsequently.
4.3 Peer Coaching
Without any assistance, the interpreter is able to accompany a
colleague within a peer coaching process during an interpretive
talk, an interpretive walk, or roving interpretation, and to assess
the interpretive service by sharing a competent review.
4.4 Accessibility
The interpreter is familiar with the principles of universal access
and can characterise the different types of barriers. Under
guidance, s/he is able to plan and conduct the interpretation of
appropriate natural or cultural phenomena in an acessible way.
4.5 Education for Sustainable Development (ESD)
Under guidance, the interpreter is able to select and to present
ESD key phenomena that make global justice and the responsibility
towards future generations in terms of ecological, economic
and socio-cultural aspects comprehensible.
The interpreter is able to
� demonstrate basic knowledge of the readability of fonts and text,
� relate phenomena to the visitor’s own ‘world’ through use of text,
� use text for provocation of thought and exciting revelation,
� incorporate a theme into text according to the principles of interpretation.
The interpreter is able to
� list the advantages and disadvantages of universal layout grids for panels etc.,
� suggest appropriate locations and panel formats, text and illustrative elements,
� distinguish formats of, and develop scripts for, audio elements,
� offer reasonable suggestions for interpretation through interactive or art elements.
The interpreter is able to
� explain the term “interpretive trail”,
� define the topic and main theme for an interpretive trail,
� select appropriate phenomena in relation to a coherent theme line,
� select appropriate interpretive elements relating to the phenomena (see 3.2).
The interpreter is able to
� explain the term “interpretive area”,
� define the topic and main theme for an interpretive area,
� select appropriate phenomena in relation to a coherent theme circle,
� select appropriate interpretive elements relating to the phenomena (see 3.2).
The interpreter is able to
� specify the differences between an information centre and an interpretive centre,
� describe a best-practice example of an existing interpretive centre,
� show, at a specific natural or cultural site, how an interpretive centre could work,
� list stakeholders that should be involved in the planning team of an interpretive centre.
The interpreter is able to
� outline the management objectives that are relevant to interpretive services,
� recognise and research on-site deviations in fulfilling the management plan,
� describe and justify different planning levels and stages,
� explain her/his own role as an interpreter in the planning process.
The interpreter is able to
� explain the advantage of assessing her/his own work,
� distinguish the different phases of evaluation and describe their specific value,
� show examples where evaluation resulted in improvement,
� suggest an evaluation activity which can improve her/his own work.
The interpreter is able to
� encourage a colleague to give her/his own assessment first, listening actively,
� compliment a colleague about a specific observation without adding constraints,
� criticise a colleague in an empathetic way, pointing out potential for development,
� agree upon specific and achievable objectives together with the colleague.
The interpreter is able to
� explain the characteristics of universal access,
� assess different types of physical and intellectual disabilities,
� show how interpretation can help to overcome barriers,
� provide, under guidance, barrier-free access to natural or cultural phenomena.
The interpreter is able to
� list the parameters of sustainable development,
� distinguish ESD key phenomena from other natural or cultural phenomena,
� merge ecological, economic, socio-cultural and global aspects,
� make connections, even abstract ones, without losing reference to the local site.
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